Teaching and Learning in Natural Sciences for Grades 1-5

In the time we are living today, education in natural sciences is very important, where scientific knowledge, rapid development of technology and science technology play an important role in our daily life. Most jobs today require workers to be able to learn, be rational, think creatively and critically, make decisions, and solve problems. Understanding science and scientific processes help to develop these skills. Students are required to develop understanding of scientific concepts, conduct experiments, observe, learn from their practices, and contribute to their education learning processes by affecting both affective and cognitive skills as well as psychomotor skills. Recent research on learning in natural sciences shows that school today is not effective in achieving these goals, where an important reason is the lack of motivation and interest of students in natural sciences. In Kosovo, as well as in other countries, learning natural sciences at school is often considered difficult, meaningless, uninteresting, and irrelevant to the students' future. First results of the PISA International Assessment conducted in 2015 are very disappointing and confirm that the quality of education in Kosovo needs to improve urgently. The performance of Kosovo students in the natural sciences test is ranked at the bottom compared to all participating countries in this assessment, where most of the students from Kosovo have not achieved base competencies and skills up to the age of 15. PISA results also point to serious shortfalls in Kosovo with regards to other aspects of education quality, including teaching and learning in schools. These problems have also been identified by the Ministry of Education, Science and Technology (MEST), which in 2011 started preparations for changing the curricula at the pre-university level and started implementing it in all schools of Kosovo in 2017. This new curriculum is based on the competences of the 21st century. It is based on the achievement of competency scores for each of the 6 curriculum stages, where for primary education the results of competences for stages 1 and 2 have been compiled, the achievement of which is done through learning in natural sciences. The success of students in natural sciences depends on the work and dedication of teachers and students. This is achieved by using modern interactive and comprehensive approaches, methods, techniques and different forms of work. Many procedures are used for this purpose such as, new information, exercises, assignments, project work, practical work, etc. Various materials and tools such as models, diagrams and tables, chemical substances, tools from the kitchen or laboratory, instruments, computers and other educational technologies should also be used. This approach and these methods should serve to encourage independent, critical and creative thinking of students. For all these changes, we must have the well-trained teachers. This can be achieved through continuous teacher professional development, as well as continuous cooperation between them

Effect of Mining Activity in Accumulation of Heavy Metals in Soil and Plant (Urtica dioica L)

Contamination of soil and water by various heavy metals such as Cd, Pb, Ni, Cu, and Fe is increasing day by day as a result of different activities, such as industrialization and urbanization. Lead (Pb), Cadmium (Cd), and Nickel (Ni) are examples of potential heavy metals that are neither essential elements nor have any role in the process of cell metabolism, but are easily absorbed and accumulated in different parts of a plant and living beings. This study was to investigate the translocation and bioaccumulation of heavy metals such as Pb, Ni, Cd, Cu, and Fe in Urtica dionica L and soil samples from 2 sites (uncontaminated – Koliq and contaminated – Kishnica in the Republic of Kosovo). The results revealed that in the contaminated site, the mean level of all the metals in soil and different parts (root, stalk, and leaf) of the plant were found to be significantly (p 1). However, these concentrations of heavy metals in the soil and Urtica dionica L were higher than levels specified according to the standards in UK and Germany

Effects of vitamin C and magnesium L-threonate treatment on learning and memory in lead-poisoned mice

IntroductionThe aim of this study was to investigate the effects of vitamin C (vit C) and magnesium L-threonate (MgT) on the learning ability and memory of mice intoxicated with lead acetate.Material and MethodsThe experimental male Swiss albinos were divided into five groups of 10 during a 40-day treatment period. One group were untreated controls, one received lead acetate at 90 mg/kg b.w., one additionally vit C at 40 mg/kg b.w., another additionally MgT at 100 mg/kg b.w., and the last was administered MgT without lead acetate. After a 20-day washout period, the animals were trained in the Morris water maze test for 6 days and after a 24-hour interval, were assessed for memory in the same test. At test end the mice were sacrificed and their organs sampled.ResultsThe results of total time and number of entries into the platform zone showed that significantly poorer performances were recorded for the group poisoned with lead acetate alone and significantly lower scores for learning and memory were recorded for the intoxicated and supplemented groups compared to the control group. Catalase activity was significantly reduced in the liver, pancreas and kidney but significantly potentiated in brain tissue by these two supplements compared to the control group. Lead concentration in brain tissue was significantly higher in the presence of vit C than in the control or lead acetate-only groups.ConclusionLead acetate had adverse effects on learning and memory of mice and also increased catalase activity.publishe

Effect of Lead, Nickel, and Zinc Pollution in Some Parameters of Oxidative Stress in Hepatopancreas of Snail Helix pomatia L. in Power plant of Obiliq

ABSTRACT Large quantities of heavy metals come from anthropogenic sources, including coal combustion, furthermore, these heavy metals can cause oxidative stress in terrestrial animals, such as snails, which acquire these metals through food from storage plants in industrial and coal-burning-polluted areas. In this research project, we measured the impact and distribution of power plant TC Kosova A's activity on the concentrations of heavy metals (Pb, Zn, Ni) in the locality of Obiliq, as well as their effect on oxidative stress parameters such as carbonyl proteins, malondialdehyde (MDA), and total proteins in the hepatopancreas of the snail Helix pomatia L. We collected 120 soil samples and 12 snails from concentric circles around the pollution point at distances of 1 km, 2 km, and 5 km. Relevant methods were then applied, and the samples were measured using a spectrophotometer and flame absorber Analyticyena. Our results shown that the heavy metals Pb, Zn, and Ni bioaccumulated from snail shells (Helix pomatia L.), and concentrations of these metals influenced an increase in the levels of oxidative stress parameters, including protein carbonylation, malondialdehyde (MDA), and total proteins in the hepatopancreas

Activity of Catalase (CAT), ALT and AST in Different Organs of Swiss Albino Mice Treated with Lead Acetate, Vitamin C and Magnesium-L-Threonate

Introduction: Lead is a natural element with toxic properties and is widespread in the environment. Lead toxicity is associated with generation of reactive oxygen and nitrogen species and consumption of antioxidants elements (vitamin E and C, glutathione, thioredoxin and lipoic acid, melatonin, carotenoids and natural flavonoids) in the cell, and unbalancing oxidantsantioxidants levels. Aim: To evaluate the effects of different chemical combinations (lead acetate, Vitamin C and Magnesium-L-threonate) on antioxidant enzyme activity (catalase-CAT) of liver, kidney, spleen, pancreas and brain, and serum transaminases [Serum Alanine Transaminase (ALT) and Serum Aspartate Transaminase (AST)]. Materials and Methods: Experimental animals (49 male Mus musculus-swiss albino mice) were separated into five different groups. The first group was used as a control, hence the other four groups were treated with sub-lethal doses (90 mg/kg) of lead acetate (group 2), lead acetate (90 mg/kg) and Vitamin C dose 40mg/kg (group 3), lead acetate (90 mg/kg) and Magnesium-Lthreonate dose 100 mg/kg (group 4) and only with MagnesiumL-threonate dose 100 mg/kg (group 5), during the treatment period (40 days). Blood samples were taken from the facial vein and used for transaminase analysis. Organ tissue was collected after euthanizing anaesthetized animals with neck dislocation technique. Results: The results showed that lead acetate treatment has caused significant elevation in the activity of AST (group 2 and 3) and ALT (group 3). Also, CAT activity was significantly (p<0.05) increased in groups treated with lead acetate (liver, pancreas, kidney and brain but not in spleen). Treatment of lead intoxicated groups with Vitamin C and Magnesium L-threonate increased significantly CAT activity in brain. Conclusion: Lead effects by interacting with different molecular systems and increasing enzyme activity (CAT, ALT and AST). Effects on CAT activity of Magnesium-L-threonate and Vitamin C treatment in lead acetate intoxication case are similar. Detoxifying properties of Vitamin C in the brain compared with other organs were very ineffective, because of Blood Brain Barrier (BBB) metabolic competences